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| Introduction and Key Findings Index | |
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| Key Findings Index | |
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| Demographics, Diversity, and Foundational Issues in Deaf Education | |
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| A �Low Incidence� Disability | |
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| Deaf and Hard-of-Hearing Children in Countries with Developing Economies | |
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| Multiple Disabilities, or Children with Dual Diagnoses | |
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| Developmental Challenges | |
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| Academic Achievement | |
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| Social-Emotional Development | |
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| Advances in the Development of Deaf and Hard-of-Hearing Students | |
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| Processes of Evaluation | |
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| Summary: Understanding and Educating Children with Hearing Loss | |
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| Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information | |
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| Designs for Research and Evaluation on Educational Practice and Outcomes | |
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| Randomized Clinical Trials, or Experimental Research | |
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| Quasi-Experimental Research | |
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| Single-Subject Research | |
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| Correlational Research | |
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| Qualitative Research | |
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| Practice-Based Wisdom | |
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| Considerations for Studies Included in This Review | |
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| Summary: How Do We Know What We Know? | |
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| Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning | |
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| Newborn Screening and Family Reactions | |
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| Enhanced Developmental Outcomes Related to Early Identification | |
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| How Early is �Early Enough?� | |
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| Characteristics of Early Intervention That Support Positive Developmental Outcomes | |
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| Summary: Early Identification and Intervention are Cost-Effective | |
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| Language Development, Languages, and Language Systems | |
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| Perspectives on Language Development and Deaf Children | |
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| Approaches Emphasizing Auditory-Oral Aspects of Language Development | |
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| Auditory-Oral Methods and Language Development | |
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| Cochlear Implants and Progress in Oral Programs | |
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| An Example: Outcomes of Children in a Traditional Oral Program | |
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| Auditory-Verbal Therapy | |
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| Cued Speech | |
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| Using Cochlear Implants and Cued Speech | |
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| Approaches Emphasizing Visual-Manual Aspects of Language Development | |
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| Manually Coded Sign Systems Used in Total Communication Programs | |
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| Using Cochlear Implants in TC Programs | |
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| Sign, Sign Bilingual, or �Bilingual/Bicultural� Programming | |
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| The Sign/Bilingual Approach as an Educational Model | |
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| Cochlear Implants and Sign/Bilingual Programming | |
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| Summary: Language Learning in Speech and Sign | |
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| Acquisition and Development of Literacy Skills | |
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| Factors Proposed to Influence Reading Skills | |
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| Early, Interactive, Pre-Literacy Experiences Support Literacy Development | |
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| Phonological Awareness, Phonics, and Literacy Skills | |
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| Emphasizing Auditory Information to Build Phonological Knowledge and Literacy Skills | |
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| Phonological Knowledge and Literacy When Visual Language Input Is Increased | |
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| Vocabulary and Literacy Development | |
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| Syntactic Knowledge and Reading | |
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| Knowledge of a First Language as a Basis for Literacy in a Second Language | |
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| Teaching Approaches and the Development of Reading Comprehension | |
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| Metacognition and Reading Comprehension | |
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| Writing | |
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| Summary: The Continuing Challenge of Literacy | |
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| Cognition, Perception, and Learning Strategies | |
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| Foundations of Learning: Play and Theory of Mind | |
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| Play | |
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| Theory of Mind | |
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| Visual Attention, Language, and Communication | |
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| Memory Processes, Perception, and Learning | |
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| Integrating Information and Using Problem-Solving Strategies | |
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| Responses to Cognitive Intervention | |
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| Summary: On Thinking and Learning | |
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| Achievement in Mathematics and Science | |
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| Mathematics | |
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| Early Development | |
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| Mathematics Development during School Years | |
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| Components of Mathematics Performance | |
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| Mathematics Interventions for Deaf and Hard-of-Hearing Students | |
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| Development of Mathematics Concepts and Skills: Where Are We? | |
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| Science Education and Achievement | |
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| Fostering Science Learning by Deaf and Hard-of-Hearing Students | |
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| Summary: Discoveries in Math and Science | |
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| Educational Placement Decisions and Outcomes | |
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| Student Characteristics, Needs, and Placement Patterns | |
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| Social-Emotional Functioning and Co-Enrollment Programs | |
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| Program Placement and Student Outcomes | |
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| A Co-Enrollment Model | |
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| A Mainstreaming Approach for Students Using Spoken Language | |
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| Special Classrooms, Centers, or Schools: Sign/Bilingual Programming | |
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| Classroom Physical Settings and Acoustic Concerns | |
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| Classroom Interpreting and Real-Time Text | |
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| Summary: The Who, What, and Where of Going to School | |
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| Programming for Children with Multiple Disabilities | |
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| Variability among Deaf and Hard-of-Hearing Children with Multiple Disabilities | |
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| Children with Cognitive or Intellectual Disabilities | |
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| Cochlear Implants, Cognitive Delays, and Language Development | |
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| Learning Disabilities and Attention Deficit Disorder | |
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| Attention Disorders | |
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| Autism Spectrum Disorders | |
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| Deafblindness | |
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| Congenital Rubella Syndrome | |
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| Genetic/Chromosomal Syndromes | |
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| A Broader View | |
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| Summary: Serving Children with Multiple Challenges | |
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| Issues and Trends in Best Practice | |
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| References | |
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| Index | |